Araştırma Makalesi
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The Effect of Digital Stories Used in Science Education on Academic Achievement, Digital Empowerment and Inquiry Skills of Teacher Candidates

Yıl 2020, Cilt: 28 Sayı: 1, 352 - 370, 31.01.2020
https://doi.org/10.24106/kefdergi.3617

Öz

The aim of the study is to reveal the changes in academ-ic achievement, digital empowerment status and inquiry skills of biology teacher candidates using digital story de-velopment environment in laboratory practice course. The study group, in the 2015-2016 academic year, Necmettin Erbakan University, Ahmet Kelesoglu Faculty of Education, Department of Mathematics and Science Education, Biology Education Department consisted of second grade teacher candidates. A mixed method has been adopted as a re-search model. The data collection tool was developed by researchers ‘Personal Information Form’, ‘Success Test’ and ‘Structured Form for Use of Digital Story Development Environment’ were used. In addition, ‘Inquiry Skills Scale’ developed by Aldan-Karademir and Saraçoğlu (2013) and ‘Digital Empowerment Scale’ developed by Akkoyunlu, Yılmaz Soylu and Çağlar (2010) were used. Quantitative data obtained within the scope of the research were ana-lyzed by using computerized statistical package program. As a result of the research, biology teacher candidates who use digital story development environment supported by Web 2.0 technologies in ‘Laboratory Applications’ course; it is concluded that both academic achievements, digital empowerment and inquiry skills increase with digital sto-ries. In addition, it was concluded that digital stories had a very positive effect on students' learning process and on the use of technology

Kaynakça

  • Akkoyunlu, B., & Soylu, Y. (2010). Öğretmenlerin sayısal yetkinlikleri üzerine bir çalışma. Türk Kütüphaneciliği, 24(4), 748-768.
  • Akkoyunlu, B., Soylu, M. Y., & Çağlar, M. (2010). Üniversite öğrencileri için “Sayısal Yetkinlik Ölçeği” geliştirme çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 10-19.
  • Aldan-Karademir, Ç. A., & Saracaloğlu, A. S. (2013). Sorgulama becerileri ölçeği’nin geliştirilmesi: geçerlik ve güvenirlik çalış-ması. Asian Journal of Instruction, 1(2), 56-65.
  • Aydoğmuş, E., Sarıkoç, A. ve Berber, N. C. (2010). Lise 2 Fizik Dersi İş-Enerji Konusunun Öğretiminde 5E Modelinin Öğrenci Başarısına ve Tutumuna Etkisinin Araştırılması. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 29, 83-94.
  • Barnes, K., Marateo, R. C., & Ferris, S. P. (2007). Teaching and learning with the net generation. Innovate: Journal of Online Education, 3(4), 1.
  • Bhattacherjee, A., & Premkumar, G. (2004). Understanding changes in belief and attitude toward information technology usage: A theoretical model and longitudinal test. MIS quarterly, 229-254.
  • Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33(2), 132-143.
  • Chung, S.K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17–22.
  • Clarke, R., & Adam, A. (2011). Digital storytelling in Australia: Academic perspectives and reflections. Arts and Humanities in Higher Education, 11 (1-2), 157-176.
  • Creswell, J. W., and Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Dijk, J. (2003). A Framework for digital divide research. Journal of Communication/Revue de Communication Electronique, 12, 1- 2. 15 Ocak 2019 tarihinde http://www.cios.org/www/ejc adresinden erişildi.
  • Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital storytelling: A tool for teaching and learning in the YouTube genera-tion. Middle School Journal, 42(5), 4-10.
  • Dupain, M., & Maguire, L. (2005). Digital story book projects 101: How to create and implement digital storytelling into your curriculum. Paper presented at the 21st Annual Conference on Distance Teaching and Learning.
  • Ediger, M. (2001). Assessing: Inquiry Learning in Science. 02.02.2017 tarihinde http://files.eric.ed.gov/fulltext/ED454274.pdf adresinden erişilmiştir.
  • Gyabak, K., & Godina, H. (2011). Digital storytelling in Bhutan: A qualitative examination of new media tools used to bridge the digital divide in a rural community school. Computers & Education, 57(4), 2236-2243.
  • Haugerud, T. (2011). Student teachers learning to teach: The mastery and appropriation of digital technology. Nordic Journal of Digital Literacy, 6(04), 226-238.
  • Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre-service teachers' self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405.
  • Heo, M. (2011). Improving technology competency and disposition of beginning pre-service teachers with digital story-telling. Journal of Educational Multimedia and Hypermedia, 20(1), 61.
  • Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201.
  • Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277–302
  • Hung, C. M., Hwang, G. J., & Huang, I. (2012). A Project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368-379.
  • Judge, S., Puckett, K., & Cabuk, B. (2004). Digital equity. Journal of Research on Technology in Education, 36, 383–396.
  • Kahraman, Ö. (2013). Dijital hikâyecilik metoduyla hazırlanan öğretim materyallerinin öğrenme döngüsü̈ giriş̧ aşamasında kullanılmasının fizik dersi başarısı ve motivasyonu düzeyine etkisi. Yayımlanmamış Doktora Tezi. Balıkesir Üniversitesi, Balı-kesir.
  • Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. English Journal, 64-68.
  • Kocaman-Karoğlu, A. (2015). Öğretim sürecinde hikâye anlatmanın teknolojiyle değişen doğası: dijital hikâye anlatımı. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106.
  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21.
  • Lowenthal, P. (2009) Digital Storytelling in Education. In J. Hartley and K. McWilliam (Eds), Story Circle: Digital Storytelling around the World. Wiley-Blackwell, Oxford, UK.
  • Lowenthal, P. R., & Dunlap, J. C. (2010). From pixel on a screen to real person in your students' lives: Establishing social pre-sence using digital storytelling. The Internet and Higher Education, 13(1), 70-72.
  • Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia-Social and Behavio-ral Sciences, 2(2), 3060-3064.
  • McGinn, M. K., & Roth, W. M. (1999). Preparing students for competent scientific practice: Implications of recent research in science and technology studies. Educational Researcher, 28(3), 14-24.
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2), 189-193.
  • MEB (2004). Fen ve teknoloji dersi programı, ilköğretim 4.–5. sınıf. Ankara.
  • Morgan, H. (2014). Using digital story projects to help students improve in reading and writing. Reading Improvement, 51(1), 20-26.
  • Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and Web 2.0: Transformation of teaching and learning. Tech Trends, 53(5), 80–85.
  • Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21st-century Skills in virtual learning environments. Creative Education, 5, 657-671.
  • Ohler, J. (2006). The world of digital storytelling. Educational Leadership, 63(4), 44–7.
  • Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press.
  • ÖSYM (2018). 2018 YKS Değerlendirme raporu. 12.1.2019 tarihinde https://dokuman.osym.gov.tr/pdfdokuman/2018/GENEL/YKSDegrapor06082018.pdf adresinden erişilmiştir.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1-6.
  • Robin, B. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Informa-tion Technology & Teacher Education International Conference 2006 (pp. 709–716). Chesapeake, VA: AACE.
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.
  • Røkenes, F. M. (2016). Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching. Acta Didactica Norge, 10(2), 311-328.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487-506.
  • Sancar-Tokmak, H., Sürmeli, H. & Özgelen, S. (2014). Preservice science teachers’perceptions of their TPACK development after creating digital stories. International Journal of Environmental and Science Education, 9(3), 247-264.
  • Smeda, N., Dakich, E., & Sharda, N. (2012). Digital storytelling with Web 2.0 tools for collaborative learning. A. Okada (Ed.). Collaborative Learning 2.0: Open Educational Resources: Open Educational Resources, (pp.145-163). IGI Global.
  • Thompson, J. (2007). Is Education 1.0 ready for Web 2.0 students? Innovate: Journal of Online Education, 3(4), 1-6.
  • Ulum, E., & Ercan-Yaman, F. (2018). Fen bilimleri dersinde dijital hikaye hazırlamanın ders başarısı düşük ve bilgisayarla fazla vakit geçiren öğrenciler üzerindeki etkisinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Der-gisi, 12(2), 306-335.
  • Ware, P. D. (2006). From sharing time to showtime! Valuing diverse venues for storytelling in technology-rich classro-oms. Language Arts, 84(1), 45-54.
  • Weis, T. M., Benmayor, R., O'Leary, C., & Eynon, B. (2002). Digital technologies and pedagogies. Social Justice, 29(4), 153-167.
  • Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181-191.
  • Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.

Fen Eğitiminde Kullanılan Dijital Hikâyelerin Öğretmen Adaylarının Akademik Başarısı, Sayısal Yetkinlik Durumları ve Sorgulama Becerileri Üzerindeki Etkisi

Yıl 2020, Cilt: 28 Sayı: 1, 352 - 370, 31.01.2020
https://doi.org/10.24106/kefdergi.3617

Öz

Araştırmanın amacı laboratuvar uygulama dersinde di-jital hikâye geliştirme ortamını kullanan biyoloji öğretmeni adaylarının akademik başarıları, sayısal yetkinlik durumları ve sorgulayıcı öğrenme durumlarındaki değişimi ortaya koymaktır. Araştırmanın çalışma grubunu 2015-2016 eği-tim-öğretim yılında, Necmettin Erbakan Üniversitesi, Ahmet Keleşoğlu Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Biyoloji Eğitimi Anabilim Dalında öğreni-mine devam eden 2.sınıf öğretmen adayları oluşturmakta-dır. Araştırma modeli olarak karma yöntem benimsenmiştir. Veri toplama aracı olarak araştırmacılar tarafından gelişti-rilen “Kişisel Bilgi Formu”, “Başarı Testi”, “Dijital Hikâye Geliştirme Ortamının Kullanımına Yönelik Yapılandırılmış Form” ile Aldan-Karademir ve Saraçoğlu (2013) tarafından geliştirilen “Sorgulama Becerileri Ölçeği” ve Akkoyunlu, Yılmaz Soylu ve Çağlar (2010) tarafından geliştirilen “Sayı-sal Yetkinlik Ölçeği” kullanılmıştır. Araştırma kapsamında elde edilen nicel veriler bilgisayarlı istatistik paket programı kullanılarak çözümlenmiştir. Araştırmanın nitel verilerinin analizinde ise içerik analizi yöntemi kullanılmıştır. Araştır-ma sonucunda, Web 2.0 teknolojileri ile desteklenmiş dijital hikâye geliştirme ortamını “Laboratuvar Uygulamaları” dersinde kullanan biyoloji öğretmeni adaylarının; dijital hikayeler sayesinde hem akademik başarılarının hem sayı-sal yetkinliklerinin hem de sorgulama becerilerinin arttığı sonucuna ulaşılmıştır. Buna ek olarak yapılan görüşmeler-de dijital hikâyelerin öğrencilerin öğrenme sürecinde ve teknoloji kullanımı boyutlarında çok fazla olumlu etkisinin olduğunu sonucuna ulaşılmıştır.

Kaynakça

  • Akkoyunlu, B., & Soylu, Y. (2010). Öğretmenlerin sayısal yetkinlikleri üzerine bir çalışma. Türk Kütüphaneciliği, 24(4), 748-768.
  • Akkoyunlu, B., Soylu, M. Y., & Çağlar, M. (2010). Üniversite öğrencileri için “Sayısal Yetkinlik Ölçeği” geliştirme çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 10-19.
  • Aldan-Karademir, Ç. A., & Saracaloğlu, A. S. (2013). Sorgulama becerileri ölçeği’nin geliştirilmesi: geçerlik ve güvenirlik çalış-ması. Asian Journal of Instruction, 1(2), 56-65.
  • Aydoğmuş, E., Sarıkoç, A. ve Berber, N. C. (2010). Lise 2 Fizik Dersi İş-Enerji Konusunun Öğretiminde 5E Modelinin Öğrenci Başarısına ve Tutumuna Etkisinin Araştırılması. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 29, 83-94.
  • Barnes, K., Marateo, R. C., & Ferris, S. P. (2007). Teaching and learning with the net generation. Innovate: Journal of Online Education, 3(4), 1.
  • Bhattacherjee, A., & Premkumar, G. (2004). Understanding changes in belief and attitude toward information technology usage: A theoretical model and longitudinal test. MIS quarterly, 229-254.
  • Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33(2), 132-143.
  • Chung, S.K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17–22.
  • Clarke, R., & Adam, A. (2011). Digital storytelling in Australia: Academic perspectives and reflections. Arts and Humanities in Higher Education, 11 (1-2), 157-176.
  • Creswell, J. W., and Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Dijk, J. (2003). A Framework for digital divide research. Journal of Communication/Revue de Communication Electronique, 12, 1- 2. 15 Ocak 2019 tarihinde http://www.cios.org/www/ejc adresinden erişildi.
  • Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital storytelling: A tool for teaching and learning in the YouTube genera-tion. Middle School Journal, 42(5), 4-10.
  • Dupain, M., & Maguire, L. (2005). Digital story book projects 101: How to create and implement digital storytelling into your curriculum. Paper presented at the 21st Annual Conference on Distance Teaching and Learning.
  • Ediger, M. (2001). Assessing: Inquiry Learning in Science. 02.02.2017 tarihinde http://files.eric.ed.gov/fulltext/ED454274.pdf adresinden erişilmiştir.
  • Gyabak, K., & Godina, H. (2011). Digital storytelling in Bhutan: A qualitative examination of new media tools used to bridge the digital divide in a rural community school. Computers & Education, 57(4), 2236-2243.
  • Haugerud, T. (2011). Student teachers learning to teach: The mastery and appropriation of digital technology. Nordic Journal of Digital Literacy, 6(04), 226-238.
  • Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre-service teachers' self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405.
  • Heo, M. (2011). Improving technology competency and disposition of beginning pre-service teachers with digital story-telling. Journal of Educational Multimedia and Hypermedia, 20(1), 61.
  • Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201.
  • Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277–302
  • Hung, C. M., Hwang, G. J., & Huang, I. (2012). A Project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368-379.
  • Judge, S., Puckett, K., & Cabuk, B. (2004). Digital equity. Journal of Research on Technology in Education, 36, 383–396.
  • Kahraman, Ö. (2013). Dijital hikâyecilik metoduyla hazırlanan öğretim materyallerinin öğrenme döngüsü̈ giriş̧ aşamasında kullanılmasının fizik dersi başarısı ve motivasyonu düzeyine etkisi. Yayımlanmamış Doktora Tezi. Balıkesir Üniversitesi, Balı-kesir.
  • Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. English Journal, 64-68.
  • Kocaman-Karoğlu, A. (2015). Öğretim sürecinde hikâye anlatmanın teknolojiyle değişen doğası: dijital hikâye anlatımı. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106.
  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21.
  • Lowenthal, P. (2009) Digital Storytelling in Education. In J. Hartley and K. McWilliam (Eds), Story Circle: Digital Storytelling around the World. Wiley-Blackwell, Oxford, UK.
  • Lowenthal, P. R., & Dunlap, J. C. (2010). From pixel on a screen to real person in your students' lives: Establishing social pre-sence using digital storytelling. The Internet and Higher Education, 13(1), 70-72.
  • Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia-Social and Behavio-ral Sciences, 2(2), 3060-3064.
  • McGinn, M. K., & Roth, W. M. (1999). Preparing students for competent scientific practice: Implications of recent research in science and technology studies. Educational Researcher, 28(3), 14-24.
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2), 189-193.
  • MEB (2004). Fen ve teknoloji dersi programı, ilköğretim 4.–5. sınıf. Ankara.
  • Morgan, H. (2014). Using digital story projects to help students improve in reading and writing. Reading Improvement, 51(1), 20-26.
  • Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and Web 2.0: Transformation of teaching and learning. Tech Trends, 53(5), 80–85.
  • Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21st-century Skills in virtual learning environments. Creative Education, 5, 657-671.
  • Ohler, J. (2006). The world of digital storytelling. Educational Leadership, 63(4), 44–7.
  • Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press.
  • ÖSYM (2018). 2018 YKS Değerlendirme raporu. 12.1.2019 tarihinde https://dokuman.osym.gov.tr/pdfdokuman/2018/GENEL/YKSDegrapor06082018.pdf adresinden erişilmiştir.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1-6.
  • Robin, B. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Informa-tion Technology & Teacher Education International Conference 2006 (pp. 709–716). Chesapeake, VA: AACE.
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.
  • Røkenes, F. M. (2016). Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching. Acta Didactica Norge, 10(2), 311-328.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487-506.
  • Sancar-Tokmak, H., Sürmeli, H. & Özgelen, S. (2014). Preservice science teachers’perceptions of their TPACK development after creating digital stories. International Journal of Environmental and Science Education, 9(3), 247-264.
  • Smeda, N., Dakich, E., & Sharda, N. (2012). Digital storytelling with Web 2.0 tools for collaborative learning. A. Okada (Ed.). Collaborative Learning 2.0: Open Educational Resources: Open Educational Resources, (pp.145-163). IGI Global.
  • Thompson, J. (2007). Is Education 1.0 ready for Web 2.0 students? Innovate: Journal of Online Education, 3(4), 1-6.
  • Ulum, E., & Ercan-Yaman, F. (2018). Fen bilimleri dersinde dijital hikaye hazırlamanın ders başarısı düşük ve bilgisayarla fazla vakit geçiren öğrenciler üzerindeki etkisinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Der-gisi, 12(2), 306-335.
  • Ware, P. D. (2006). From sharing time to showtime! Valuing diverse venues for storytelling in technology-rich classro-oms. Language Arts, 84(1), 45-54.
  • Weis, T. M., Benmayor, R., O'Leary, C., & Eynon, B. (2002). Digital technologies and pedagogies. Social Justice, 29(4), 153-167.
  • Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181-191.
  • Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Agah Tuğrul Korucu

Yayımlanma Tarihi 31 Ocak 2020
Kabul Tarihi 24 Mayıs 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 28 Sayı: 1

Kaynak Göster

APA Korucu, A. T. (2020). Fen Eğitiminde Kullanılan Dijital Hikâyelerin Öğretmen Adaylarının Akademik Başarısı, Sayısal Yetkinlik Durumları ve Sorgulama Becerileri Üzerindeki Etkisi. Kastamonu Education Journal, 28(1), 352-370. https://doi.org/10.24106/kefdergi.3617

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